Subject: CHEMISTRY
Unit: 4 – Periodic Table of Elements
Teacher: Mgr. Barbara
School year: 2008/2009
Kordíková
LENGTH CONTENT+UQ+AOI
OBJECTIVES/
ACTIVITIES
OUTCOMES
14 lessons Content: Periodic law and
changing properties of
elements across PTE
UQ: Why is PTE called
periodic?
What is periodicity and
how is it applied in PTE?
AOI: Human Ingenuity
 to understand and
use scientific
language relevant to
the unit in a written
lab report
 to formulate a simple
hypothesis and
explain it
 to design a simple
investigation,
materials/equipment
needed, describe a
method, comment on
it and suggest
improvements
 to carry out scientific
investigation safely
and skilfully and work
effectively and
resposibly as a
member of a team
 to draw conclusions,
discuss and explain
the results
 students will revise
writing a good lab
report
 students will
discuss their own
formulations of a
hypothesis as well
as designing the
investigation
before the lab work
 students will be
informed how to
behave safely in a
lab
 students will carry
out the lab
experiment
Grade: MYP 3
ATL SKILLS
 how to write a lab
report
 how to be
organized in
chemistry lab,
time-management
 scientific-inquiry
skills
(hypothesizing,
predicting
explanation,
planning,
conducting
experiment)
 collaboration
(working in pairs)
 observation skills
 communication
skills (writing lab
reports)
 evaluation skills
(using criticalthinking skills to
evaluate
information and
make scientifically
supported
arguments)
 self -assessment
 analysing skills
Number of lessons: 14
ASSESSMENT
RESOUR
CES
WHAT
HOW
 using scientific
language and
ability to write
a good lab
report
 ability to
formulate
simple
hypothesis, to
design a simple
investigation
with method,
equipment
needed
 ability to
conduct the
investigation
safely and
skilfully
 ability to draw
conclusions
and explain the
results
Lab work
- reactivity of
sodium and
magnesium
with water
(B, D, F)
Pat O’Brien:
Target
Science,
Chemistry
Tier,
Oxford
University
Press
Rose Marie
Gallagher,
Paul
Ingram:
Complete
Chemistry,
Oxford
University
Press
Internet
www.periodi
cvideos.com

 describe and discuss
properties of
elements in selected
groups and how they
are applied in the
society
to provide scientific
information in a
poster clearly and
effectively
 to demonstrate
honesty when
handling the data,
acknowledging
sources as
appropriate
 to work effectively as
members of a team
collaborating and
supporting others
 to recognize and
recall scientific
information relevant
to the unit
 to explain and apply
scientific information
to solve problems in
familiar and, with
guidance, unfamiliar
situations
 students will learn
how to write a
poster
 students will review
acknowledging
sources as
appropriate
 students, with
guidance, will
develop their own
assessment rubric
 students will divide
their roles and
responsibility within
a team
 students will read
pages 49-73 (text
book)
 students will
design and present
their poster
 students will
assess their
common work
 students will write
end-of-unit test
 learn how to write
a poster
 acknowledging
sources
 learn how to
develop a good
assessment rubric
 collaboration skills
(team work)
 presentation skills
 self and peerassessment
 ability to
provide and
present
scientific
information
clearly
 ability to show
understanding
of the
information
 ability to
appropriately
acknowledge
the sources
 ability to work
effectively as
members of a
team
 knowledgeacquisition skills
(understanding
basic scientific
concepts of bonds
in covalent, ionic
compounds and
metals)
 application of
knowledge
self - and peer evaluation at the end
of the unit
 knowledge
the students
acquire in the
unit and their
ability to
apply it in
familiar as
well as
unfamiliar
situations
Poster
designing and
presenting –
Elements of
Groups I, II,
VII and VIII
(A, B, F)
End-of-unit
test
(C)
On-going
assessment